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    Life Advanced Teacher S Book

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    Life Advanced Teacher S Book

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    443928804 Life Advanced Teacher s Book

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    Life Advanced Teacher S Book

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    efocearinc 2% CENGAGE TEARNING Learning’ Petey TEACHER’S BOOK WITH STUDENT'S BOOK AUDIO CDS Student's Book contents pages Introduction Units 1 to 12: notes and answer key Grammar summary: answer key Photocopiable tests Photocopiable tests: answer key Photocopiable communicative activities Workbook answer key IELTS practice test: answer key and audioscript Vocabulary wordbuilding: suffix -ness idioms: irreversible word pairs word focus: life phrasal verb get ‘wordbuilding: phrases with do idioms: health and safety ‘word focus: foot adverb and adjective collocations towns ‘wordbuilding: suffix able word focus: wall Unit Language focus time phrases 1 the perfect aspect Lessons for life pages 9-20 VIDEO: Arctic wisdom page 18» REVIEW page 20 the continuous aspect present and perfect pariples More than a job pages 21-32 VIDEO: Climbing Yosemite page 30.» REVIEW page 32 intensifying adverbs fmphale stuctures Four walls pages 33-44 VIDEO: Denmark bridge page 42 > REVIEW page 44 past mois 4 probabiy Innovation pages 45-56 phrasal verb come idioms: parttives ‘wordbullding: verbs with ‘wo past participles word focus: give VIDEO: Ethical Ocean page 54» REVIEW page 56 substitution ‘nominaiisation The writer’s journey ages 57-68 ‘wordbuilding: ing adjectives roads and ways 2 good read idioms: rhyming expressions word focus: cast ‘VIDEO: On the road: Andrew McCarthy page 66 » REVIEW page 68 phrasal verbs verb patterns Body matters ages 69-80 VIDEO: Palestinian free running page 78 > Om wordbuilding: off and up injuries idioms: health word focus: face REVIEW page 80 Real life (fur presenting yourself speaking skill: Keeping going giving a talk speaking skill: keeping ‘people's attention making recommendations speaking skill: making acase making a short pitch speaking skill: using Thetorical questions reading aloud speaking skill: engaging your audience discussing proposals speaking skil conceding a point linking inihomate Phrases Content words checking pectic words stress in intensifying adverbs linking weak forms long and short vowels intonation in shot responses enunciation linking in ioe phrases toning down negative statements ‘a conversation about important lessons in life a talk by a sociologist about defining who you are a speech about the livelinood of Kazakh nomads an interview with a woman firefighter a discussion about an ‘unusual building in Utah ‘an interview with an architect about small homes. an extract from a radio programme about an innovative transport system {an interview about the inspiration for inventions {an extract from a talk by @ travel writer an extract from a radio programme about an extraordinary journey into the Himalayas a conversation between two friends about health and exercise {an interview with an ultrarunner about sports injuries anarticle about the lessons we learn from the past an article about the language of Shakespeare ‘an artidle about the Moken people of Myanmar an article about rock climbing in Yosemite an atticle about two model towns ‘an article about the architect Zaha Hadid an article about ‘origami engineering an article about a social entrepreneur an article about the (graphic novel an extract from in Patagonia an article about different exercise regimes an article about beauty developing an argument using contrasts fact or opinion finding counter arguments analysing descriptive language identifying aims your favourite saying personality types call my bluff work as a way of life health and safety measures your comfort zone your ideal home town planning how spaces affect, you what you can’t live without corigami ideas being on the spot a good read speech bubbles describing impressions exercise trends describing an injury does beauty sell? ‘a covering letter waiting sil fixed expressions taking notes writing sil abbreviations {an opinion essay ‘writing skill: inking devices describing how things work waiting skil punctuation ‘a book review writing ski: descriptive words a formal report writing skil: linking adverbs and adverbial phrases Contents ee Contents linking words wordbullding: noun asking for confirmation intonation in subordinate clauses. formation ‘and clarification subordinate stories fom history speaking kil: prefacing —_ dauses idioms: luck 3 question and intonation in Stories from word focus’ bear Seeking clarification questions history pages 81-92 VIDEO: Collecting the past page 90> REVIEW page 92 passive reporting verbs idioms: business buzz making a podcast word stress expressions with no words speaking ski: hedging wordbuiling: compound language ‘ nouns Digital media word focus: break pages 93-104 VIDEO: Talking dictionaries page 102 REVIEW page 104 the adver just themes of songs your favourite music word stress: just expressing purpose wordbuiding: negative speaking skill intonation prefixes responding todifficut to express a idioms: music ‘questions uncertainty The music in word focus: hit us pages 105-116 VIDEO: Abiopic page 114 REVIEW page 116 tag questions wordbuldng: compound making conversation tag questions. adverbs adjectives Speaking sil: showing intonaton and idioms: animal verbs interest elsion word focus free Social living pages 117-128 VIDEO: Initiation with ants page 126 REVIEW page 128 unreal past idioms: feeings recognising felings word stress: wishes inversion in conditionals wordbuildng: heteronyms speaking ski heteronyms word focus: move ecognising others’ _adjectwes ending feelings in-ed Reason and emotion pages 129-140 VIDEO: Self-teaching robots page 138 REVIEW page 140 approximation idioms: adjective a debate auite, fay and qualifiers collocatons speaking kil pretty wordbuiding:sufix-ty _interupting intonation in word focus: space and interruptions Landscapes ‘oom pages 141-152 VIDEO: Canada oil sands page 150 REVIEW page 152 COMMUNICATION ACTIVITIES page 153.» GRAMMAR SUMMARY page 157.» AUDIOSCRIPTS page 174 @ contents mene eee ‘an extract from a radio ‘programme about how history views Genghis Khan 2 radio interview about an archaeological find a tak by a journalist about digital technology an intemew about social ‘media marketing an interview with a busker a talk by 2 neuroscientist about music therapy {an extract from a radio ‘programme about ethnic communities {an interview with a socologist about citizenship education a short talk by 2 photographer about three people describe landscapes they ike an extract from a 1360 ‘programme about the Japanese poet Basho an article about Herodotus and the story of the Persian invasion of Greece 2 story about hidden treasure 2 photographer's blog about sinkholes an article about a day at a hackers conference ‘an interview with a musician about ‘music and culture areview of a documentary about Bob Marley {an article about ant society an article about the Hadza of Tanzania {an article about irrational thinking an article about the ‘new generation of robots an antide about William Allard’ American West {an article about a camera obscura fact oF conjecture identifying personal ‘opinions identifying text types reading between the lines Understanding style identifying aims stories from history social history historical irony blogging using social media IT security themes of songs mood music a charity concert civic duties social animals ‘a conservation project modern life ‘mind games technology ethics special places events in nature explaining a technique describing a past event waiting ski sequencing events {an online news report ‘writing skill: cautious, language ‘a description ‘writing kil parallel structures a discursive essay ‘writing sill critical ‘thinking in writing an email message writing ski: avoiding rmisunderstandings ‘a speculative letter waiting ski persuasive language Personal response Bersales sry what hay iow Sos Bese hy toc informatica copianean edd a Fran whee hey do ee uhaceice a uacishewe faites ran er Stale das abeut ic Ten eropeatcalyt hereon 2 ee 1 Ask students to work in pairs to talk about the photo, and discuss what the Tuareg proverbs say about their ‘views on life. When they have discussed their ideas wit another pair, elicit ideas from the class, and open up the discussion to everyone. 2. Ask students to read through the three questions to focus their listening, Play the recording once and ask students to answer, They can then check with a partner. Play the recording once more to check, correct and complete. Elicit the answers. ‘ANSWERS: 1 Speaker 1: You can't change other people. Speaker 2: You shouldn't get angry over little things, or react too quickly and emotionally. 2 Speaker 1: He followed this advice with a work ‘colleague and now they have a better working relationship. ‘Speaker 2: He had a disagreement with a fri ‘they ended up not speaking 3 Speaker 2: Iti always possible to reach agreement. id and Audioscript 4 [1.1] Speaker 1 I think the most valuable lesson anyone has ever taught ‘me was when 1 was about 25. I was getting really frustrated with a guy Iwas working with. We'd set up our ‘own web design business and Giles ~ that was the name of my business partner — would always get lost in little details and take ages making a first design to show the customer. And my dad said, ‘Look, you can't change other people; you can only change the way you behave towards them.’ So I accepted that was just Giles’s way ~ that he loved the little details ~ and I tried to think of itas a positive thing and we've got on so much better ever since, and worked much more effectively. So that’s become 4 sort of guiding principle for me in life ~ not to try to change others ~ and Ihave to say, it’s stood me in very good stead, Speaker 2 Here's a good rule of thumb: ‘Don’t come to blows over small things’ But its alot easier said than done. The umber of times I've sent off an angry email without thinking about the consequences, or got upset because something wasn’t done the way I wanted it to be done, you'd think I'd have learned my lesson. The other day my friend, John, asked for my help writing a job application, and I told him the letter he had written was much too informal. He didn’t agree and | ended up getting really frustrated and shouting at him, He didn’t talk to me for days afterwards. | feel really ashamed when | think about it, Now L always make a point of not reacting too quickly to things I disagree with, nomadic lifestyle across the Sahar ‘they are the main people found living Algeria, Morocco, Libya and Burkin ‘they speak Is called Tamasheg. Their life is based trading, and they are famously connected with camel trade routes across the Sahara, They aso herd cattle snd are involved In agriculture, 3-69 [1.1] Ask students to complete the sentences individually, then check with a partner, Play the recording again for them to check, complete and correct their answers. Elicit answers from the whole class. ANSWERS: 1 valuable 2 guiding 2 stood, stead 4 Ask students to consider a time when they learned an important lesson; suggest that they make a few brief notes to answer the questions. Then ask them to share their experience with a partner, and ask and answer questions about it, Elicit some experiences from those who wish to share them with the class. Lessons for life @ Learning from the past Le Personal response ‘Ask students as @ whole class to discuss whether they ‘think people ever learn from the past. Ask them to give examples which show that people do or do net do so. if the general conclusion is that people do not learn much from the past, you might try to elicit why this happens (e.g. if we learn from the past that war is terrible, why do |we keep having wars?) Reading 1 Ask students to read and discuss the Eleanor Roosevelt quotation in pairs. Elicit their responses to it as a whole class. 2 Ask students to read the three types of lesson and remember them as they read the article, in order to mately the people withthe lessons they taught. Draw students attention to the two vocabulary glosses at the bottom of the article. Elicit answvers from the whole clas ANSWERS fic Ba ‘Ask students what they know about Confucius and Nelson ‘Mandela. Try to initiate a discussion about the importance ‘of what they did and said for humankind. Confucius (551-479 8C) was a Chinese thinker and social philosopher. His teachings emphasised morality, correct Social relationships, justice and sincerity. Nelson Mandela (b. 1918) is a South African politician ‘who was imprisoned for 27 years by the white regime, but then fought for reconciliation and became the first fully ‘democratically-elected president from 1994-1999, 3 Ask students to ead through the sentences, then read the article and decide whether the sentences are true or false. They can then check with a partner before you elicit the answers from the whole class. Have students read out thestatement before they say whether they think it is true or false. Point out what happens to adjectives like @ writs Lessons sorte process (the -yis changed to -i before the sufix happiness) I you feel itis necessary, look at the information on Workbook page 11 with the clas. ANSWERS Point the way «Rims uo the government’ philosophy Language focus time phrases 5 Ask students to work individually to find the: which are used with the phrases and identify their tenses. They can check their ansivers with a Elicit answers from the whole lass, Read thro language focus box about time phrases with the discuss the contents Ifyou fel it is necessary, further information ac do the practise on pa the class. | ANSWERS has become (present perfect simple) have been saying (present perfec continuous) focused (past simple) + had not been (past perfect) is... developing (present continuous) sums up (present simple) he was living (past continuous) © will ave to (future simple) The time phrases we most frequently use with parti ‘tenses support the meaning of that tense, so every each week, on Mondays emphasise the ‘routine the present simple, and thus would be ina the present continuous with its ‘at the moment! cr the past simple with its ‘completed past This is true of all the time phrases and their rel referred to in the language focus box. 6 Ask students to work in pairs, They should information about time phrases from the lan box to help them complete the sentences with in the box. Note that in some cases more than is correct. Elicit the answers from the whole discuss what alternatives are possible. | ANoWERS | 1 soyears ago | 2 nowadays at the moment 5 inthe coming years 4 over the last 23 years 5 forsome time | 6 often | 7 atthe moment | 2 atthe time | 9 ever 10 before that Lessons for life 7 Ask students to write personal sentences individually, then share them with a partner. 8 Ask students to pass on some of the information they have heard to a new partner. Ifitis appropriate, elicit some examples from the whole class. Play a fast response game with the class, where you give ‘a time phrase to a student and they have to respond immediately with a personal sentence using that phrase, and using the correct tense, as in the following example. Teacher: Maria: last week. Maria: | went to Rome last week. Teacher: Mikel: since, Mikel: 've been studying English since | was fifteen. Try to keep the pace going, to make it more like real-life conversation. Speaking 9 Ask students to match the expressions in pairs, then check with another pair. Elicit the answers and discuss their ideas with the whole class. ANSWERS 1b 2¢ 3e 4a 5d 10 Organise the class into groups of four or five students, Read through the instructions with the lass then ask students to write their favourite English saying, ‘or one from their mother tongue translated into English, ‘ona piece of paper. In their groups they should put all the pieces of paper in a pile on the table. Students take turns to take a paper, read the saying and discuss the meaning, then guess who wrote it. tb Who do you think you are? Listening 1 Ask students to work with a partner, look at the photo and discuss the two questions. Elicit ideas from the whole class. ‘SAMPLE ANSWERS 1 No, he didn’t. He wants us to look at his portrait and not at him. Perhaps he doesn't want us to compare the al man with the portrait, which shows how he would lice us to see him. 2 The portrait shows him as a dramatic and romantic figure with his black hat and cloak. He probably looks more attractive in the portrait. 2 Askstudents, individually, to decide which factors they think are most important in defining who they are (point ‘out that they shouldn't tick the items as they will need to do this in Exercise 3). Suggest they can add other factors if they feel something important is not covered. Ask them to then discuss their ideas with a partner. Elicit answers from the whole class and have an open discussion. ‘group decison about ‘on the board from: important at the bottom. 3 GY[1.2] Ask students to listen to the sociologist and tick the factors in Exercise as they are mentioned. They should also decide which factor he feels is most important. Students can check their answers with a partner. Ifit seems necessary, play the recording again for them to check before you elicit answers from the whole class. ‘ANSWERS The sociologist mentions b,«.€, fg. He thinks the most important factor is your life experiences Wo wnode yen yousnt So let's start by considering these descriptions of people: “Oh, John ~ he’s a family man’; ‘Sarah's an anthropologist ~ she's spent most of her life studying apes in Africa’ ‘Frank’s a keen coin collector — he's been collecting coins since he was a boy’; Jack is one of life's drifters — he will have been just about everywhere by the time he's 60'; “Anne's a committed animal rights campaigner - that ‘came as a shock to her friends because she had never even owned a pet before she joined the Animal Defence Leaguel’ We define each person by a different criterion: their interests; their profession; their outlook on life; or by their values ~ like the importance of family for John ~ and their beliefs. So which of these things is it that really defines a person? What if we asked the same question about a six-year-old child? Well, you'd actually say that what defined them first and foremost are the common factors that make them a child - being curious about the world, often playful, a bit vulnerable maybe. In ten years, that child will have become a teenager and teenagers, of course, share certain defining characteristics too. They tend to be quite self- centred and moody. Often they're angry at the world. And, because they're not sure of what their identity is, they define themselves by what they are not and by the things they dislike. ‘But Mum, I don’t want to go to technical college. Ihate maths.’ Now let’s look again at the adults we described at first John, our family man, has a job as a carpet salesman, which is OK. I? a job and it keeps him and his family comfortable. He had had an opportunity to run his ‘own business at one point, but he decided job security ‘was more important. His real passion is his family and spending time with his two boys. Sarah, the anthropologist, on the other hand, lives for her work. She's visited Central Africa many times to study Bonobo ‘apes and is fascinated by their social behaviour. Jack ~ ‘the drifter’ ~ has been doing bits and pieces of carpentry and building work. He loves travelling and experiencing different environments, so he picks up work as and ‘when he can. He fell in love when he was 25, but the relationship ended and he hasn’t committed to anyone else since. So, we can see that what defines each of these people in the end is their life experiences. It could be within their job or interests or relationships that these occurred, but {s the experiences themselves that shape each of us as, individuals. So when someone asks you, ‘What do you do’, they are 491.2) Ask students to read through the multiple choice options carefully. Play the recording again while they listen and choose the correct options. They can then check with a partner If it seoms necessary, play the recording again for them to check before you elicit answers from the whole clas. ANSWERS | 1a__2¢ 3¢ 4b 8b 6a @ vw Lenore forte essons for lite Ask students to look at the audioscript on page 174 of the Student's Book and find words with the following meanings: devoted to his wife and children; enthusiastic: a person who moves from place to place: very involved; defenceley bad-tempered and depressed (Answers: a family man, keen, a drifter, committed, vulnerable, moody) Idioms irreversible word pairs 5 Ask students to underline the correct word pairs individually, then check with a partner. Discuss the ‘meanings with the class (in brackets in the answer key). ANSWERS: 1 first and foremost (=the most important thing) 2 as and when (=when itis possible) 2 bits and pieces (=various different things) Ask students individually to write three sentences about ‘themselves, using one of the three expressions in Exercise 5 in each one. They should then share them with a partner. Elicit some of their sentences in a whole

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